Measuring the impact of a training intervention for early childhood centre staff on child development outcomes: Findings from a cluster randomized control field trial in rural Malawi

Background: Evidence from low‐income settings around early education interventions that can improve young children's development is sparse, particularly with regard to the most marginalized children. This study used a two‐arm parallel cluster randomized control design to evaluate the impact of an adapted staff training programme on the developmental outcomes of children attending community‐based early learning centres in Thyolo district, rural Malawi. Methods: At baseline we randomly selected 48 centres, from each of which 20 children were randomly selected, although data from one centre was incomplete resulting in 932 children from 47 centres. Centres were randomly allocated to either the intervention or control arm. Twelve months later, follow‐up data were collected from 44 centres. At baseline and endline, community‐based childcare centre (CBCC) managers provided information about the centre, and parents/guardians provided information on the children, including the primary outcomes of age‐standardized development scores in the language and social domains, measured using the Malawi Developmental Assessment Tool. Children in the bottom 2.5 percentile of either domain were considered to have a delay; a third outcome variable, Any Delay, was developed to indicate children with a delay in either or both domains. Centre‐level mean scores were calculated, and linear regression models were constructed to assess differences between baseline and endline and between allocation groups. Results: Analysis of the difference between baseline and endline measures in the allocation groups shows a non‐significant reduction in delay associated with the study intervention across all domains. Adjustment for baseline characteristics within the CBCCs showed little impact on the magnitude of the observed effect, and the difference remained non‐significant. Conclusions: Despite no observed differences between allocation groups, the data did indicate a positive change in the intervention groups in both domains, particularly language. Community‐based early learning in Malawi holds tremendous potential for promoting inclusive development and learning